Personality Disorders

People with personality disorders are generally not aware that their behavior or thought patterns are inappropriate, by contrast, often believe that their patterns are normal and correct. Often, relatives or social workers are sent to receive psychiatric help for his inappropriate behavior causes difficulties for others. In contrast, people with anxiety disorders cause problems to itself but not to others. When people with personality disorders seek help for themselves (often because of frustration), tend to believe that their problems are caused by other people or a particularly difficult situation.

Sometimes people who already feel alienated due to a defect or disability (including deafness) are more vulnerable to developing paranoid ideas.

Schizoid personality

People with schizoid personality are introverted, self-absorbed and solitary. They are cold emotionally and socially distant. They are often absorbed in their own thoughts and feelings and are fearful of the approach and intimacy with others. They speak little, are given to daydreaming and prefer theoretical speculation to practical action. Fantasy is a common way to face reality.

Narcissistic Personality

People with narcissistic personality have a sense of superiority and an exaggerated belief in their own value or importance, what psychiatrists call "greatness." The person with this personality type can be extremely sensitive to failure, defeat or criticism and, when faced with a failure to prove the high opinion of themselves, may be easily enraged or severely depressed. As believe they are superior in relations with others, waiting to be admired and often suspect that others envy. They feel they deserve to have their needs met without delay and thus exploit others, whose needs and beliefs are considered less important. Their behavior is often offensive to others, they are centrist egos, arrogant or mean.

Dependent personality

People with dependent personality transfer important decisions and responsibilities to others and allow the needs of those who depend take precedence to their own. They have confidence in themselves and show an intense insecurity. They often complain that they can make decisions and do not know what to do or how. They are reluctant to express opinions, although they have, because they fear offending the people they need. People with other personality disorders often have aspects of personality dependent, but these signs are often masked by the dominance of another disorder. Some adults with long-term illnesses develop dependent personalities.

Obsessive-compulsive personality

People with obsessive-compulsive personality formal, reliable, orderly and methodical but often can not adapt to change. They're cautious and analyze all aspects of a problem, which hampers decision making. Although these signs are consistent with Western cultural standards, individuals with obsessive-compulsive personality take their responsibilities so seriously that they do not tolerate mistakes and pay so much attention to detail that can not get to complete their tasks. Consequently, these people can entertain themselves in the media to perform a task and forget their goal. His responsibilities will create anxiety and rarely find satisfaction with their achievements.

These people are often great personalities, especially in the sciences and other intellectual fields, where the order and attention to detail are essential. However, they may feel detached from their feelings and uncomfortable with their relationships or other situations that do not control, with unpredictable events or when to trust others.

Passive-aggressive personality.

The behavior of a person with a passive-aggressive personality aim to covert control or punish others. The passive-aggressive behavior is often expressed as delay, inefficiency and poor mood. Often, individuals with passive-aggressive personality agree to perform tasks that do not really want to do and then proceed to subtly undermine the completion of those tasks. This behavior usually serves to express a hidden hostility.

• Narcissistic personality is more aggressive passive-aggressive personality
• obsessive-compulsive personality is the most serious
• people who have had any of these personalities have needed the help of a psychologist because they are generated anxiety disorders, aggressiveness and compulsiveness then over time generate conflicts in their academic performance and daily activities

Disorders of the Learning

The paragraph of disorders of the learning includes disorder of the reading, disorder of the calculation, disorder of the written expression.

Diagnostic characteristics. Disorders of the learning are diagnosed when the performance of the individual in reading, calculation or written expression is substantially low to waited by age, education and level of intelligence, as indicate normalized tests administered individually. The problems of learning interfere significantly the academic performance or the activities of the daily life that need reading, calculation or writing. To establish that a discrepancy is significant they can use different statistical resources. A discrepancy is in the habit of being defined as substantially low of more than 2 standard deviations between performance and CI. Sometimes a minor discrepancy is accepted between performance and CI (this is, between 1 and 2 standard deviations), specially when the performance of an individual in CI's test can have be mediatized by the association of a disorder of the processing, a mental disorder or a medical disease, or by the ethnic or cultural characteristics of the subject. If one presents a sensory deficit, the difficulties of learning must exceed the habitually associated ones with the deficit in question.

Disorder of the Reading

Diagnostic characteristics

The essential characteristic of the disorder of the reading is a performance in reading (this is, precision, speed or comprehension of the reading evaluated by means of normalized tests administered individually) that places substantially below waited depending on the chronological age of the coefficient of intelligence and of the own education of the age of the individual.

The alteration of the reading interferes significantly the academic performance or certain activities of the daily life that need skills for the reading.

If a sensory deficit is present, the difficulties in reading exceed the habitually associated ones with he.

In the subjects with disorder of the reading (also named "dyslexia"), the oral reading is characterized by distortions, substitutions or omissions; both the oral reading and the silent one are characterized by slowness and mistakes in the comprehension.

Disorder of the calculation

Diagnostic characteristics

The essential characteristic of the disorder of the calculation is an arithmetical capacity (measure by means of tests normalized of calculation or mathematical reasoning administered individually) that places substantially below waited in individuals of chronological age, coefficient of intelligence and education concordes with the age.

The disorder of the calculation interferes significantly in the academic performance or the activities of the daily life that need skills for the mathematics.

If there is a sensory deficit, the difficulties in the mathematical aptitude must exceed of associated habitually him.

In the disorder of the calculation different skills can be affected, including the "linguistics" ( comprehension or name of mathematical terms, operations or concepts and descodificación of problems written in mathematical symbols), "Perceptive" skills (recognition or reading of numerical symbols or arithmetical signs and grouping object), skills of "attention" ( to reproduce correctly numbers or numbers, to remember to add numbers "going" and bear the operative signs in mind) and "mathematical" skills (to follow sequences of mathematical steps, to tell objects and to learn the tables of multiplying).

Disorder of the written expression

Diagnostic characteristics

The essential characteristic of the disorder of the written expression is a skill for the writing (evaluated by means of normalized tests administered individually or for functional evaluation of the skill to write) that there places substantially below the awaited one given the chronological age of the individual, his coefficient of intelligence and the own education of his age.

The disorder of the written expression interferes significantly the academic performance or the activities of the daily life that needs skill to write

If there is a sensory deficit, the difficulties to write must exceed of associated habitually him.

Generally a combination of deficiencies is observed in the capacity of the individual to compose written texts, which demonstrates for grammatical mistakes or of punctuation in the production of phrases, a poor organization of the paragraphs, multiple mistakes of spelling and an excessively deficit grafía. In general this diagnosis is not formulated if only there exist mistakes of spelling or a bad calligraphy, in absence of other anomalies of the written expression. In comparison with other disorders of the learning, it is known relatively little it brings over of the disorders of the written expression and of his treatment, particularly when they appear in absence of disorder of the reading.

With the exception of the spelling, in this area the normalized tests are less developed that those of reading or of mathematical capacity, for what the evaluation of anomalies in the skills for the writing can need the comparison of different samples of school written tasks of the subject with the performance waited depending on his age and CI. This one is specially the case of children placed in the first courses of basic education. To establish the presence and extent of this disorder, can be needed tasks in which the child should copy, write to the dictation and to write spontaneously.

• The disorder is more frequent writing and reading the calculation then the children have a very low academic rendimineto then affects the child's daily life.
• The calculation disorder is equally complicated than the disorder of escitura then the children have a very low academic rendimineto poque confuse letters and numbers
  
  
  

Symptoms and associated disorders.

Usually, a developmental disorder of coordination is associated with delays in other areas no motor development Associated disorders may include Phonological Disorder the expressive language disorder Mixed receptive-expressive language.

• the thick Motic is not the same because the fine motor skills gross motor movimentos e characterized by performing with his whole body using each of his limbs and sitting, jumping, crawling and walking fine motor then takes care of simple movements ie, fingers like taking a pencil and write.

Motor skills disorder

Disorder Developmental Coordination

The essential feature of developmental disorder of coordination is a significant change

development of motor coordination diagnosis is made only

if such an effect significantly interferes with academic achievement or life activities

daily. The diagnosis is made if the dea general medical condition (eg., cerebral palsy, hemiplegia, or muscular dystrophy) and does notficiencies of coordination should not be meet the criteria for pervasive developmental disorder. If there is a mental retardation

the motor deficits in excess of those usually associated with it. Demonstrationsof this disorder vary depending on the age and stage of development. For example

young children may exhibit clumsiness and delays in achieving developmental milestones motor (eg., walking, crawling, sitting, tying shoelaces, buttoning shirts, up and down Older children may exhibit difficulties in motor tasks such as making

puzzles, building models, playing ball and write.

Mental Retardation

The essential feature of mental retardation is an intellectual ability significantly below average general

It is accompanied by significant limitations in adaptive functioning itself of at least two of the following skill areas: communication, self-care, home living, social / interpersonal skills, use of community resources, self, functional academic skills, work, leisure, health and safety.

Its onset must be before 18 years of age

Mental retardation has different etiologies and may be considered the final common pathway of various pathological processes that affect the central nervous system function.

Mild mental retardation is roughly equivalent to what is seen in the educational category as "educable." This group includes most (about 85%) of those affected by the disorder. Taken together, these people often develop social and communication skills during the preschool years (0-5 years), have minimal deficiencies in motor and sensory areas are often not distinguishable from children without Mental Retardation until a later age . During the last years of his adolescence, they can acquire academic skills that place them at approximately the sixth year of basic education. During his adult life, tend to acquire social and work skills appropriate to a minimum autonomy, but may need supervision, guidance and assistance, especially in situations of unusual social or economic stress. Appropriate support, individuals with mild mental retardation tend to live successfully in the community, either independently or in supervised establishments.

Moderate mental retardation is roughly equivalent to the educational category of "trainable". You should not use the outdated term, it wrongly implies that people with moderate mental retardation can not benefit from educational programs. This group constitutes about 10% of all people with mental retardation. Most individuals with this level of mental retardation acquire communication skills during early childhood. Can take advantage of job training and, with moderate supervision, attend to their own personal care. They can also benefit from social skills training and employment, but are unlikely to progress beyond the second level in academic subjects. They can learn to travel independently in places that are familiar.

During adolescence, their difficulties in recognizing social conventions may interfere with relations with other boys or girls. Reached adulthood, most are able to perform unskilled jobs, always with supervision, in sheltered workshops or in the general labor market. They adapt well to life in community, usually in supervised.

The group of people with severe mental retardation includes 3-4% of individuals with mental retardation. During the early years of children acquire language with little or no communication.

During school age can learn to speak and can be trained in basic self-care skills. Only limited benefit from the teaching of academic subjects such as familiarity with the alphabet and simple calculation, but they can master certain skills such as learning the global reading of words necessary for "survival." In the adult years may be able to perform simple tasks in closely supervised institutions. Most adapt well to life in the community, whether in group homes or with their families, unless they suffer a disability that requires specialized care associated or any other assistance.

The group suffering from severe mental retardation includes about 1-2% of people with mental retardation. Most individuals with this diagnosis have identified a neurological disease that explains their mental retardation. During the early childhood years considerable develop sensory motor disfunction. It can be predicted optimal development in a highly structured environment with constant aid and supervision, as well as an individualized relationship with the educator. Motor development and communication skills and personal care can improve if they are subjected to proper training. Some of them come to perform simple tasks in closely supervised institutions and protected.

Has mild mental retardation (C. I) higher than the gr ave mental retardation because the mild mental retardation has a C. I 50-55 and severe mental retardation has a C. I then 35-40 is more difficult doagnosticar severe mental retardation

Brain Hemispheres

The human brain has two hemispheres, united by the corpus callosum that are related to very diverse areas of activity and act very different, albeit very complimentary. Arguably, each hemisphere in a sense perceives their own reality or perhaps we should say that perceives reality in its own way.

Left hemisphere.

The left hemisphere processes information analytically and sequentially, step by step, in a logical and linear. The left hemisphere analyzes abstract, account, time, plans to step procedures, speaks, thinks in words and numbers, ie it contains the ability for mathematics, reading and writing.

Verbal: Use words to name, describe and define.

Analytical studies things step by step and piece by piece.

Symbolic: a symbol used to represent something.

Abstract: Take a small piece of information and uses it to represent the whole.

Temporal follows the passage of time, ordered things in sequence: start from the beginning, relate the past with the future.

Sound: draws conclusions based on reason and data

Digital: using numbers as in counting

Logical findings advance the logic: one thing following another in logical order.

Linear: thinks in terms of ideas, shackled, one thought follows another coming to a conclusion.

Right hemisphere.

The right hemisphere seems to specialize in the overall perception synthesizing the information that reaches it. To see things in space, and how the parts combine to form the whole. Thanks to the right hemisphere understand the metaphors, we dream and create new combinations of ideas. The hemisphere is concerned with relationships, this method is fully efficient process for most spatial tasks and to recognize musical melodies since these tasks requires that the mind builds a sense of the whole to perceive a pattern in visual and auditory stimuli.

Nonverbal aware of things, but finds it hard to relate with words

Synthetics: things grouped to form sets.

Concrete: captures things as they are, at present.

Analog: see the similarities between things.

Space: where things go in relation to the others, and how parts blend into a whole.

Intuitive: sudden inspirations is sometimes based on incomplete patterns, clues, hunches, or visual images.

Holistic: sees whole things all at once, perceive patterns and general structures reaching conclusions.

•  The right hemisphere is important because the left hemisphere so happen to work together but cross.
• The right hemisphere is responsible for care of non-verbal language and special assignments. also uses it when a guy wants to understand many metaphors.
• The left hemesferio an individual is used when solving many mathematical calculations.